Bachelor of Science in Education with a Major in Special Education and Teaching: Adapted Curriculum
The Bachelor of Science Degree in Special Education (B.S.Ed.) is a fully online program for students seeking their Bachelor’s degree and initial teaching certification in Georgia. The B.S.Ed. in Special Education has three areas of concentration: General Curriculum, Adapted Curriculum and Dual Concentration in Special Education General Curriculum and Elementary Education P-5. The Adapted and General Curriculum concentrations are 123 credit hours, and the Dual concentration totals 127 credit hours. The B.S.Ed. provides teacher candidates with the skills and knowledge to educate and advocate for students with disabilities from P-12 school settings. Built upon a rigorous and relevant curriculum, this practice-oriented program ensures the preparation of high-quality educators who are well-versed in both theoretical knowledge and practical applications. Candidates undergo three full semesters of diverse grade-level practicum experiences in addition to a full semester internship. This allows students to apply theoretical knowledge in real-world settings. With the fully online modality, our undergraduate students can work full-time as paraprofessionals while earning their degree, with district-partnership agreements.
The program offers students the choice between three distinct concentrations:
- The Adapted Curriculum Concentration is designed to prepare teacher candidates to serve students who are working on modified curriculum standards, require substantial adaptations that support access to the general curriculum, and participate in the state-adopted alternate assessments.
- The General Curriculum Concentration is designed to prepare teacher candidates to serve students with mild to moderate disabilities who are working on general curriculum standards and participating in the state-adopted general content standards assessments.
- The Dual Concentration in Special Education General Curriculum and Elementary Education (P-5) prepares candidates to serve students in inclusive classroom settings pre-kindergarten to grade 5 who are working towards general curriculum standards and participating in the state-adopted general content standards assessments.
Outstanding students who major in the Adapted or General Curriculum track of the Special Education program have the opportunity to participate in The Accelerated Bachelors to Master’s (ABM) Degree Pathway in Special Education. The ABM in Special Education offers the opportunity for students to simultaneously satisfy partial degree requirements for a bachelor’s and a master’s degree in an accelerated program of study. The ABM pathway in Special Education allows exceptional students to count up to six (6) hours in the M. Ed. program towards both degrees.
Upon successfully completing the undergraduate B.S.Ed. in Special Education, students with a satisfactory grade point average and a grade of “B” or higher in all graduate courses completed at UWG may move to full graduate status in the M.Ed. in Special Education program. The two Masters level courses taken as an undergraduate will be applied toward the M.Ed. graduate degree.
While many graduates of the B.S.Ed. programs in Special Education choose to teach children with exceptionalities in schools, some students may choose other jobs in related social service areas or pursue teacher certification in additional specialty areas at the graduate/post-baccalaureate level. Our courses adhere to the Council for Exceptional Initial Preparation Certification Standards. We admit students in the fall semester each year.
For more information, please see the Academic Catalog. A program map, which provides a guide for students to plan their course of study, is available for download in the Courses tab below.
The Bachelor of Science Degree in Special Education (B.S.Ed.) is a fully online program that provides teacher candidates with the skills and knowledge to educate and advocate for students in Georgia with disabilities from P-12 school settings. Built upon a rigorous and relevant curriculum, this practice-oriented program ensures the preparation of high-quality educators who are well-versed in both theoretical knowledge and practical applications. Candidates undergo four full semesters of diverse grade-level practicum experiences, which allows students to apply theoretical knowledge in real-world settings. With the fully online modality, our undergraduate students can work full-time as paraprofessionals while earning their degree, with district-partnership agreements. The program offers students the choice between three distinct concentrations: Adapted, General, and Dual Concentrations. Students also have the opportunity to pursue an Accelerated Bachelors to Masters program within our Adapted and General concentrations.
All non-residents and international students (whether taking online courses or not) must check to ensure that UWG is allowed to enroll residents of your state or country. For questions regarding out-of-state licensure, please visit our Professional Licensure Regulations webpage.
Career Opportunities
Link to Additional Career Information:
https://www.buzzfile.com/Major/Education
External Resource
Program Location
Carrollton Campus
Method of Delivery
Most courses are delivered hybrid (partially online) or fully online with a small section of courses that are offered face to face.
Accreditation
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required: 123
This program may be earned entirely face-to-face. However, depending on the courses chosen, a student may choose to take some partially or fully online courses.
Save money
UWG is often ranked as one of the most affordable accredited universities of its kind, regardless of the method of delivery chosen.
Details
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, he/she will pay both all mandatory campus fees and the higher eTuition rate.
- For cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
Coursework
This describes the general course work required for this program.
Downloads
General
Introduction to the major dimensions of wellness with emphasis on behavioral and environmental factors influencing levels of personal and community health. Examination of concepts related to a variety of health topics, including fitness, nutrition, weight management, stress management, mental health, human sexuality, diseases, and substance abuse. Focus is on decision-making and personal responsibility for lifelong wellness.
Major Required
Special Education courses in each block must be taken during the block shown in order to progress through the blocks.
An introduction to the psychological theories and principles applied to the classroom. The course will include aspects of learning, motivation, classroom management, and assessment. Emphasis will be placed on developmentally designed instruction for all students.
Hands-on technology integration techniques are provided, scaffolding from the student's basic computer skills to foster skills in five interrelated areas of instructional proficiency: (1) Georgia's Performance Standards for Curriculum, (2) integration of modern and emerging technologies into instructional practice, (3) classroom management in classrooms, computer labs and 21st century learning environments, (4) new designs for teaching and learning, and (5) enhanced pedagogical practices.
This course explores the essential role that children s and adolescent literature plays in literacy development, with a focus on selecting high-quality literary and informational texts for diverse learners. The course emphasizes the application of evidence-based instructional approaches that introduce students to a wide range of high-quality literature that supports students in their learning about themselves, the world around them, and their place within a global society. Students will engage in a field placement to gain practical experience in implementing these strategies in real-world classroom settings.
This course provides a holistic introduction to the foundational skills of reading and evidence-based methods and assessment strategies essential for effective reading instruction in PK-2 classrooms. Emphasizing phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension along with comprehensive instructional strategies, this course integrates the science and art of teaching reading. This is the first course in a two-part series that prepares students for Reading Methods and Assessment II. Field experience is required for observation of and the hands-on application of these principles.
This course equips candidates with the knowledge and skills to instruct and assess elementary students' reading abilities, emphasizing the development of reading comprehension and speaking and listening skills. Students will learn to analyze assessment results, identify reading strengths and weaknesses, and develop tailored instructional strategies to support students literacy development. This course is the second in a two-course sequence that builds upon the concepts learned in Reading Methods and Assessment I (PK-2). Field experience is required to offer observation and application of course concepts.
An analysis of the ways in which the language and literacy areas of reading and writing are combined to create and develop literacy and developing learners.
Application and interpretation of formal and informal test measures designed for classroom evaluation of children.
A study of the characteristics, nature and features of disabilities with emphasis on mild and moderate disabilities including etiology, definition, identification, age- and level-related characteristics, associated conditions, family/community issues, service needs and options, and resources. 'Best' teaching practices for this population will be examined. Students must earn a grade of "B" or better in SPED 3713 or department approved alternative to meet the special education requirement of Georgia House Bill No. 671 and be recommended for educator certification in Georgia. The grade requirement of "B" or better is effective 07/01/2019 for courses completed on or after that date.
Theoretical formulations and practical applications of behavioral and instructional techniques, especially as they apply to classroom management and assisting students in developing pro-social behavior.
Field experience in the public schools under the supervision of an experienced, qualified classroom teacher in the field of intended certification. This field experience supports coursework in the program in special education. Requires full time participation in a school setting for part of the semester.
Field experience in the public schools under the supervision of an experienced, qualified classroom teacher in the field of intended certification. This course is designed to provide students with the opportunity to participate in activities in which teachers of students with disabilities typically engage. Requires full time participation in a school setting for part of the semester.
This course entails the study and application of curriculum, methods, classroom organization, and management for students with mild disabilities.
Coverage of ethical guidelines, policies, and procedures pertinent to teachers who provide special education services, including current laws, ethical standards, federal and state regulations, individualized education programs, and transition planning. Must be taken concurrently with SPED 3713.
A survey of the communication characteristics and needs of students with disabilities, including characteristics and acquisition of normal speech and language, variations of speech and language in students with disabilities, and relevant intervention strategies, materials, and resources. In addition, aspects related to instructional language, assistive technology for students with mild disabilities, and implications of cultural/linguistic diversity for language, technology, and educational programs will be discussed.
Covers various collaborative roles required of service providers in education, with an emphasis on team interaction and meeting the needs of students with special needs in inclusion settings.
This course includes the study and application of advanced curriculum and instructional methods for students with mild disabilities in the content areas.
Teaching one semester in the public schools under the supervision of an experienced qualified classroom teacher on the level and in the field of intended certification. A student teaching seminar (SPED 4789) accompanies student teaching. Application for field experience required prior to enrollment. Must be taken concurrently with SPED 4789. Requires completion of Blocks I-III or permission of instructor.
Information and issues related to student teaching in an approved setting in which students identified as having specific disabilities appropriate to certification in Special Education are being served. Requires completion of Blocks I-III or permission of instructor; must be taken concurrently with SPED 4786.
Major Required (Adapted)
Special Education courses in each block must be taken during the block shown in order to progress through the blocks.
An introduction to the psychological theories and principles applied to the classroom. The course will include aspects of learning, motivation, classroom management, and assessment. Emphasis will be placed on developmentally designed instruction for all students.
Hands-on technology integration techniques are provided, scaffolding from the student's basic computer skills to foster skills in five interrelated areas of instructional proficiency: (1) Georgia's Performance Standards for Curriculum, (2) integration of modern and emerging technologies into instructional practice, (3) classroom management in classrooms, computer labs and 21st century learning environments, (4) new designs for teaching and learning, and (5) enhanced pedagogical practices.
This course explores the essential role that children s and adolescent literature plays in literacy development, with a focus on selecting high-quality literary and informational texts for diverse learners. The course emphasizes the application of evidence-based instructional approaches that introduce students to a wide range of high-quality literature that supports students in their learning about themselves, the world around them, and their place within a global society. Students will engage in a field placement to gain practical experience in implementing these strategies in real-world classroom settings.
This course provides a holistic introduction to the foundational skills of reading and evidence-based methods and assessment strategies essential for effective reading instruction in PK-2 classrooms. Emphasizing phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension along with comprehensive instructional strategies, this course integrates the science and art of teaching reading. This is the first course in a two-part series that prepares students for Reading Methods and Assessment II. Field experience is required for observation of and the hands-on application of these principles.
This course equips candidates with the knowledge and skills to instruct and assess elementary students' reading abilities, emphasizing the development of reading comprehension and speaking and listening skills. Students will learn to analyze assessment results, identify reading strengths and weaknesses, and develop tailored instructional strategies to support students literacy development. This course is the second in a two-course sequence that builds upon the concepts learned in Reading Methods and Assessment I (PK-2). Field experience is required to offer observation and application of course concepts.
An analysis of the ways in which the language and literacy areas of reading and writing are combined to create and develop literacy and developing learners.
A study of the characteristics and needs of persons with disabilities with a focus on P-12 students who have severe disabilities. Topics include etiology, definition, typical versus exceptional child development, identification, age- and level-related characteristics, associated conditions, family/community issues, service needs and options, and resources. "Best" teaching practices for these learners will be examined. Students must earn a grade of "B" or better in SPED 3700 or department approved alternative to meet the special education requirement of Georgia House Bill No. 671 and be recommended for educator certification in Georgia. The grade requirement of "B" or better is effective 07/01/2019 for courses completed on or after that date.
This course examines underlying concepts, features, and uses of behavioral techniques for decreasing inappropriate behavior and increasing desirable skill levels of individuals with disabilities. Although course content is applicable to many groups, the focus is on youngsters with severe disabilities.
Application and interpretation of formal and informal test measures designed for classroom evaluation of children. In addition to general information related to assessment in special education, this course focuses on youngsters with severe cognitive disabilities, those for whom Adapted Curriculum teacher certification is needed.
This course provides students the opportunity to learn about a variety of intersections between special education services and diverse educational settings. Students will hear from professionals who have a wide range of experience within the field of special education. The goal of this course is to expose students to the diverse pathways that exist within the field of special education. Students will also begin their field experiences within this course. Students will complete 2 days of field placements per week. Students who are currently employed as a paraprofessional in a P-12 public education setting will be required to complete observation hours in grade bands, outside of the grade band of their current position, over the course of the semester.
Field experience in the public schools under the supervision of an experienced, qualified classroom teacher in the field of intended certification. This field experience supports coursework in the program in special education. Requires full time participation in a school setting for part of the semester.
Field experience in the public schools under the supervision of an experienced, qualified classroom teacher in the field of intended certification. This course is designed to provide students with the opportunity to participate in activities in which teachers of students with disabilities typically engage. Requires full time participation in a school setting for part of the semester.
An examination of curriculum and instructional strategies for students with severe disabilities. Topics to be addressed include planning and implementing instruction, connections with general education curricula, specialized curricula in relevant areas, specialized strategies for addressing specific needs, and evaluation of instruction. Children of preschool and elementary age will be the focus of this class, although much of the content applies across the lifespan.
Coverage of ethical guidelines, policies, and procedures pertinent to teachers who provide special education services, including current laws, ethical standards, federal and state regulations, individualized education programs, and transition planning. Must be taken concurrently with SPED 3713.
This course examines collaborative relationships involved in education of preschool and school age youngsters with severe disabilities. Specific topics include teaming models, working with related services and medical personnel, friendships and peer support, integrated therapy/education approaches, interactions with family members and community agencies, working with paraprofessionals, inclusion of individuals with severe disabilities into school and community settings, and the influence of cultural and community factors on interaction and collaboration.
This course expands on an earlier Curriculum and Methods class to focus on planning, curriculum, instructional strategies, and management pertinent to secondary education and transition programming for learners with severe disabilities. Self-determination and self-advocacy are among the specific topics addressed.
Teaching one semester in the public schools under the supervision of an experienced qualified classroom teacher on the level and in the field of intended certification. A student teaching seminar (SPED 4789) accompanies student teaching. Application for field experience required prior to enrollment. Must be taken concurrently with SPED 4789. Requires completion of Blocks I-III or permission of instructor.
Information and issues related to student teaching in an approved setting in which students identified as having specific disabilities appropriate to certification in Special Education are being served. Requires completion of Blocks I-III or permission of instructor; must be taken concurrently with SPED 4786.
Morris Council, III Ph.D.
Associate Professor, Assistant Department Chair
Toni Franklin
Associate Professor, Assistant Department Chair
Michelle Frazier Trotman Scott, Ph.D.
Director Of Graduate Affairs and Professor of Special Education
Katy Green, Ph.D.
Professor, Interim Department Chair
Brandy M. Locchetta, Ph.D., BCBA-D
Assistant Professor, ABA Program Coordinator
Samantha Mrstik, Ph.D.
Asst. Professor of Special Education
James Schwab, Ph.D.
Assistant Professor, Curriculum Instruction Assessment Lead
Ashley Sutton
Lecturer, Undergraduate Program Coordinator
Trina Fortner Wood, Ed.D.
Lecturer, Assistant Department Chair
Guidelines for Admittance
Each UWG online degree program has specific requirements that you must meet in order to enroll.
- Complete online application. A one-time application fee of $40 is required.
- Official transcripts from all schools attended. Official transcripts are sent from a regionally or nationally accredited institution.
- Verify specific requirements associated with specific populations identified here: Freshman Adult Learners Transfer International Home School Joint / Dual Enrollment Transient Auditor Post-Baccalaureate Non-Degree Seeking Readmission
- For more information go to UWG Undergraduate Admission Deadlines
Program Specific Admittance Guidelines
- Fall Semester Admittance Only.
- Eligibility requirements for admission to teacher education for undergraduate programs include the following. Admission to the teacher education program is a prerequisite to enrollment in professional education courses.
- After completion of core, students must be admitted into Teacher Education to continue into their Professional Education courses. For more information about admission into Teacher Education: Teacher Education Admission
Application Deadlines
Current Student Teacher Education admission deadlines: Teacher Education Admissions Deadlines
Admission Process Checklist
- Review Admission Requirements for the different programs and guides for specific populations (non-traditional, transfer, transient, home school, joint enrollment students, etc).
- Review important deadlines:
- Fall semester: June 1 (undergrads)
- Complete online application
- Submit $40 non-refundable application fee
- Submit official documents:
Request all official transcripts and test scores be sent directly to UWG from all colleges or universities attended. If a transcript is mailed to you, it cannot be treated as official if it has been opened. Save time by requesting transcripts be sent electronically.
- Undergraduate & Graduate Applicants should send all official transcripts to:
Office of Undergraduate Admissions, Murphy Building
University of West Georgia
1601 Maple Street
Carrollton, GA 30118-4160
- Undergraduate & Graduate Applicants should send all official transcripts to:
- Submit a Certificate of Immunization, if required. If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. See Immunizations Guidelines for more information.
- Check the status of your application
- For more information go to UWG Undergraduate Admission Deadlines
Contact
Advisement information: College of Education Advising
Specific dates for admissions (Undergraduates Only), go to: UWG Undergraduate Admission Deadlines
- LO1-Candidates demonstrate knowledge and skills related to the Foundations of special education (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 1.)
- LO2-Candidates demonstrate knowledge and skills related to Development and Characteristics of Learners (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 2.)
- LO3-Candidates demonstrate knowledge and skills related to Individual Learning Differences of children with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 3.)
- LO4-Candidates demonstrate knowledge and skills related to Instructional Strategies for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 4.)
- LO5-Candidates demonstrate knowledge and skills related to providing appropriate Learning Environments and Social Interactions for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 5.)
- LO6-Candidates demonstrate knowledge and skills related to understanding and enhancing Language skills of learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 6.)
- LO7-Candidates demonstrate knowledge and skills related to Instructional Planning for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 7.)
- LO8-Candidates demonstrate knowledge and skills related to Assessment of learners with disabilities (CEC Common Core and Individualized General Education specialization). (Also addresses INTASC Principle 8.)
- LO9-Candidates demonstrate knowledge and skills related to Professional and Ethical Practice of special educators (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 9.)
- L1O-Candidates demonstrate knowledge and skills related to Collaboration designed to enhance understanding of and services to learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 10.)
- LO11-Candidates demonstrate their knowledge and skills related to effective instruction of learners with disabilities.
- LO12-Candidates demonstrate appropriate professional dispositions.